In the last post I discussed how I have come to learn about the different kinds of MOOCs through my participation in etmooc. I also said that through learning about a new kind of MOOC, the cMOOC or “network-based” MOOC, I was reconsidering my earlier concerns with MOOCs.…
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cc licensed ( BY ) flickr photo shared by Cikgu Brian
Last October I posted some criticisms of moocs (massive, open, online courses) in humanities as too massive to really deal well with promoting critical skills in learners. Recent experience has made me change my mind, but it’s going to take two blog posts to explain.…
(No Ratings Yet)Loading...For anyone interested in rhizomatic learning, as discussed in my earlier blog posts (here, and here), you might also be interested in the following.
I recently came across this glossary entry for “rhizome,” via a tweet by George (@reticulatrix).…
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Socrates Eyes, by pj_Vanf, Flickr (links below)
In my previous post I talked about the notion of “rhizomatic learning” and how it might be implemented in a philosophy course. Here I bring up a worry and a question, things that came up for me after I thought about this idea further.…
(No Ratings Yet)Loading...I recently watched Dave Cormier‘s “Intro to rhizomatic learning” presentation as part of my participation in etmooc. Here, I’ll explain what rhizomatic learning is as briefly as I can, discuss what it might look like in a university level philosophy course, and ask a few questions.…
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